Scientific Session 27 — SS27: Pediatric ImagingFriday, May 10, 2019
1830. Creating a Comprehensive Learning Management System for Pediatric Radiology: How We Did It
Gokli A*, Reid J. Children's Hospital of Philadelphia, Philadelphia, PA
Address correspondence to A. Gokli (email@example.com)
Objective: In the last few decades revolutionary changes in the field of education that address millennial learning styles have been slow to be adopted in medicine or radiology. In this age of instant information, people seek engaging educational content that is personalized and adapted to their immediate needs. Learners want to be presented with content at their level that focuses on their specific knowledge gaps in a format that gets to the point. Furthermore, it is critical that information be available in a convenient and easily updatable format, preferably on portable devices or at the point of care. E-learning easily promotes the widespread distribution of educational material, can be personalized, is adaptive, and has become mainstream in nonmedical fields owing to the growing number of students using portable and digital devices in other capacities. Our goal was to create a state-of-the-art comprehensive learning management system (LMS) tailored to the learner and used during the work day at the point of care.
Materials and Methods: A four-step approach was developed to create this LMS including needs assessment, inventory of existing resources, choosing the platform, and an implementation roadmap. The needs assessment was completed by a small task force through online research and interviews with stakeholders (students, residents, fellows, attending radiologists, nurses, and technologists). Existing resources were aggregated and evaluated. Choice of platform involved 6 months of decision making based on desired features, RFI sent to vendors, and scoring of platforms by trained superusers. The ongoing implementation roadmap was created according to curriculum development, content creation, tracking and notification, and network and collaboration features.
Results: From the soft launch in October 2017 until now, RADIAL has proven to be cost effective and extremely successful on the basis of quantitative analysis using a robust analytics platform to evaluate user statistics (adoption rate, learner preferences, etc.) and focus group discussions confirming user satisfaction. The program is now up to 154 total learners, with an average of 43 logins per day. It is composed of 215 courses, 13 curricula, and 3 apps, and user interface revisions are ongoing with feedback from fellows, residents, and attendings. Determining program-specific needs is crucial in the success of LMS implementation.
Conclusion: Historically, radiology training has been an apprenticeship with no standardized curriculum or nationally sanctioned means of evaluating mastery at the completion of training. In this proposal, we seek to transform radiology teaching by individualizing the learning experience for each trainee and replacing the goal of “competency” with “mastery.” This goal will be accomplished by creating the first computer-based iterative LMS for subspecialty radiology training. Our long-term goal is to create an exportable LMS that could be adapted to other subspecialties in radiology and used by both trainees to achieve mastery and attendings to reinforce mastery.